How Junior Secondary CBC Sytem Differs From 8-4-4
In nine learning areas divided into five exam subjects, the 8-4-4 system has been testing students.
The learners in Grade 7 will have 12 subjects under the new system, plus two optional.
Students are expected to acquire skills ranging from communication and collaboration (working together) to self-efficacy (having the confidence to accomplish difficult tasks), critical thinking and problem solving (using logic, evidence, and seeing multiple perspectives), and creativity and imagination (coming up with ideas and turning them into real creations).
Others include citizenship, in which they will be allowed to comprehend the rights, privileges, and responsibilities of every citizen, digital literacy, in which they will use devices to access and create information, and learning, in which they will be inquisitive enough to learn new things every day.
In addition, the Competency-Based Curriculum (CBC) aims to enable teachers to support learners in developing their own knowledge and skills through exposure to demanding circumstances and experience.
The new system also aims to link the classroom to the real world and promote independence.
Mathematics, English, Kiswahili, Science, Social Studies, Religious Education, Creative Arts, Physical Education (PE), and Life Skills are some of the subjects covered.
The new 8-4-4 system, however, places more emphasis on cognitive development for students in Standard Seven (learning through thoughts, experience and senses).
While CBC emphasizes advancement, the 8-4-4 system also emphasizes excellence.
In 8-4-4, the interaction between teacher and student is limited, whereas in CBC, the engagement is closer. Through creative work and independent thinking, the CBC is intended to connect the learner with the labor market.
Charles Ong’ondo, chief executive officer of the Kenya Institute of Curriculum Development (KICD), says that CBC’s mission is to support and empower each learner to become an engaged and ethical citizen.
Prof. Ong’ondo says there will be a significant transition from teaching for examinations to the ongoing development of every student, from lecture to hands-on learning, and from memorization to comprehension and group learning.
One of the characteristics of CBC is that it acknowledges the diversity of human abilities, interests, and orientations.
The concept that intelligence is an inseparable feature of the human mind is implicit in the 8-4-4 curriculum. Content, education, and assessment are all dominated by the traditional concept of intelligence, as determined by IQ testing.
In the organization of curriculum content and instructional methods, CBC has included the principles of diversified Curriculum and Learning, as well as diversity and inclusion. This accounts for each learner’s unique abilities and interests.
Academic, occupational, and talent tiers will be provided in concurrent and complimentary ways. To take into account the various learning demands and orientations of all groups of children, the government will implement a multi-track system.
The curriculum has been reduced and redefined, which is the second characteristic of CBC. This reduction is based on the notion of balancing breadth and depth of curriculum coverage in terms of student learning outcomes.
CBC emphasizes teaching methods that engage learners in an exciting process of discovery and knowledge exploration, and the ability to apply it in inappropriate contexts.
Learning is the primary goal of schooling. To that end, teaching is a medium. Less focus is placed on teaching and more on learning at CBC.
Children will have greater opportunity to acquire knowledge as a result of education and learning. Their intellect and character will grow as a result of the knowledge and comprehension they have acquired.
Although the curriculum is challenging, the teaching methods are designed to make it as easy and enjoyable as possible.
How Junior Secondary CBC Sytem Differs From 8-4-4
